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Continuous Improvement of Evaluation: Fifth Year With the Framework for Teaching

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Title: Continuous Improvement of Evaluation: Fifth Year With the Framework for Teaching


1
Continuous Improvement of Evaluation Fifth Year
With the Framework for Teaching
Washoe County School District Reno, NV
  • Laura Dancer, Assistant Superintendent for Human
    Resources
  • ldancer_at_washoe.k12.nv.us
  • Virginia Doran, Executive Director, Washoe
    Education Association
  • vdoran_at_washoe.k12.nv.us
  • Lynn Sawyer, Director of Professional Development
  • lsawyer_at_washoe.k12.nv.us
  • Neil Schott, Principal, Rollan Melton Elementary
    School
  • nschott_at_washoe.k12.nv.us

2
About Washoe County Schools
  • 88 schools K-12
  • 3,750 teachers
  • 58,909 students
  • 138 site administrators
  • Encompasses entire county (1 of 17)
  • Average of 500 new teachers each year

3
Purposes of Performance Assessment
  • Quality assurance
  • Professional learning
  • Continuous growth
  • Fulfill the law

4
Where We Began
  • System had been in place for at least a decade
  • Bureaucratic checklist
  • Just get through it, growth optional
  • The dog and pony show
  • System lent itself to drive-by observations

5
The Task Force
  • WEA appointees (all three levels)
  • HR Student Support Services
  • WCEAA admin appointees (all three levels)
  • Board of Trustees representative
  • Task force worked from 1997-2001

6
Task Force Consensus of Where We Were Going
  • Self assessment and goal-setting
  • Growth in specific areas
  • Increased interaction between teacher and
    evaluator
  • Inclusion of artifacts, natural harvest

7
Task Force Processes
  • Surveyed entire district to confirm areas/issues
    regarding evaluation process
  • Identified and scrutinized appraisal models from
    other districts

8
Teachers Perspective
  • First years of teaching/effects of evaluation
  • Self-directed professional growth
  • Shared locus of control
  • System only as good as the users

9
  • Four Domains of Teaching with 23 components and
    68 Elements

10
Key Features
  • Used teacher performance standards
  • Provided fairly detailed descriptions of actual
    performance criteria
  • Complied with requirements of state law

11
Key Features, continued
  • Encompassed the effectiveness factors from
    existing system
  • Comprehensive overview of the knowledge base on
    teaching
  • Well researched
  • Correlated to other professional teaching
    standards

12
Essential Factors
  • Rubrics/specific expectations and feedback
  • Self-assessment leads to growth
  • Portfolios and artifacts
  • Conversations about learning goals

13
Essential Factors, continued
  • Fosters reflection on practice
  • Self-assessment self-directed inquiry
  • Comprehensive and specific
  • Defensible definition of the knowledge base on
    teaching
  • Instruments and procedures that provide evidence
    of teaching and increased objectivity
  • Built upon end goal of student achievement
  • Foundation for improvement plan, if needed

14
Process Steps
  • Teacher completes self evaluation
  • 30 minute year long goal setting with evaluator,
    2-3 goals per domain
  • Pre-observation meeting, observation,
    post-observation meeting
  • Teacher/Admin discuss final appraisal

15
Professional Growth Options for Satisfactory
Post-Probationary Teachers
  • Action research
  • Mentoring a new teacher
  • Peer coaching
  • National Board Certification process
  • Self-directed professional growth
  • Lead teacher for student intern

16
Customizing and Maximizingthe Framework
  • Over 100 teacher applicant interviews based on 4
    domains
  • UNR College of Ed using framework with student
    interns admin candidates
  • WCSD mentors/mentees
  • Workshops on domains piloted
  • Counselors, nurses, librarians, occupational and
    physical therapists
  • Special education teachers being developed
  • Principals being developed

17
Other Information Available
  • www.washoe.k12.nv.us
  • Framework for all licensed employee groups
  • Procedures manual for administrators
  • Professional development courses for each domain
  • Continuing to refine content process

18
Results
  • Increase in collegial conversation
  • Improved staff development decisions
  • Data in useable form
  • Common, specific language about expectations
  • Process done with teachers, not to them
  • Improved performance

19
Continued Challenges
  • Time
  • Professional development
  • Administration
  • Teachers
  • Specialists

20
Field test findings
  • Teachers reported feedback increased their
    awareness of areas for improvement
  • Increased meaningful dialogue between the teacher
    and evaluator concerning teaching.

21
Continuous feedback
  • Currently surveying all teachers and principals
    regarding perceptions and attitudes of evaluation
    system.
  • Exit survey
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